@article{education2018632,
author={{Nathal, Karla Liliana Puga and Nathal, Mar¨ªa Eugenia Puga and Toro, Humberto Bracamontes del and Solano, Marco Antonio Guzm¨¢n and Sandoval, Juan Carlos Mart¨ªnez},
title={The Immersive Virtual Reality: A Study in Three-dimensional Euclidean Space},
journal={American Journal of Educational Research},
volume={6},
number={3},
pages={170--174},
year={2018},
url={http://pubs.sciepub.com/education/6/3/2},
issn={2327-6150},
abstract={New technologies, since the eighties have dabbled in classroom education as a support tool in teaching activities. The learning problems in the discipline of mathematics faced by students at different educational levels are known. However, various investigations have shown favorable results in the appropriation of concepts if the methodology of work in the classroom is supported by means and materials that support the student to learn the mathematical contents, even autonomously, in an alternative learning environment [1,2]. This paper shows the results of a research whose objective was to generate and evaluate an instructional scenario for the learning of vector themes and three-dimensional space. Students, from the manipulation of physical and virtual objects (mediated by recognition of patterns and mixed reality), interact with mathematical concepts essential to understand the geometry of three-dimensional space and the interpretation of various figures such as solids and cylinders. This interaction promotes the extraction of the data necessary for the mathematical modeling of a contextualized phenomenon. For that, it was necessary to investigate on the one hand, the conceptual elements that take place in the student's processes in the appropriation of mathematical concepts and on the other, the effects that the instructional design produces based on the manipulation of physical and virtual objects on the learning of the mentioned mathematical concepts. The research shows, first of all, the feasibility of introducing virtual scenarios for the manipulation of mathematical objects in the classroom as well as the promotion of the development of didactic materials mediated by new technologies for the learning of mathematics. Core point for strengthening the construction of mathematical knowledge of students.},
doi={10.12691/education-6-3-2}
publisher={Science and Education Publishing}
}